The Evidence-Based Practice Fulcrum: Balancing Leadership and Emotional Intelligence in Nursing and Interprofessional Education

To date, literature is emerging regarding leadership and emotional intelligence (EI) within interprofessional education (IPE). Likewise, a strategic revolution has awakened throughout healthcare organizations as evidenced based, patient-centered care has received new prominence that requires effective leadership concomitant with the essential attribute of emotional intelligence (EI) (Edbor & Singh, 2016; Paren, 2015; & Tyler, 2015). Nursing education and other IPE programs are beginning to work collaboratively to address this revolution by preparing emotionally competent leaders who are capable of developing a professional reflective practice. Factors found to facilitate and influence leadership development include attitude, motivation, failures, intentions, individual self-reflection, and emotional intelligence (Resnick, 2016; Galuska, 2014; & Gallagher-Ford, 2014). And, the sense of self-confidence will be on the rise as EI-infused leaders will seek to; identify their own skills, strengths, weaknesses, and clarify their own values and priorities in setting high standards (Cox 2017). Grande (2017) concurs that leadership and EI characteristics accurately garner emotions in self and others; promotes the use of emotions to facilitate reasoning; provides an understanding of emotions in self and others; and serves to manage emotions in self and others. Also, there is a growing recognition that EI-infused leadership is a vital quality that must be cultivated in organizational support across organizational levels. Combining EI-infused leadership development with organizational strategies within this evolving healthcare climate contributes to the implementation of an evidence-based practice (EBP). The support of advance practice roles is essential in minimizing barriers, and maintaining a level of engagement throughout the EBP implementation process (Aarons et al 2017; & Patterson, Mason, & Duncan, 2017). Moreover, EI positively impacts clinical nurses and other interprofessional practitioners both personally and professionally. The EI-infused leadership roles enhance patient safety, outcomes, and efficient work processes (Grande, 2017). Notably, the critical impact at the point of service by clinical leaders who demonstrate emotional intelligence challenge ineffective work processes, and inspire others to act (Gatson Grindel, (2016). Recently, Mayer, Oosthuizen, & Surtee (2017) found that deeper insights into the EI of South African women leaders was associated with effective leadership qualities, creativity,and innovation. And, that emotional intelligence serves as an important source for women leaders to increase leadership qualities, as well as empathetic communication within the challenges of Higher Education workplaces. In addition, Rivero & von Feigenblatt, (2016) set forth a high priority challenge for universities/colleges to expand their curricula to better prepare future corporate leaders with the inclusion of EI initiatives for both undergraduate and graduate curricula. Responding to the challenge, nursing and other IPE educators are readily integrating curriculum to consider EI-related competencies to build self-awareness and professionalism among students (Haight et al, 2017). The overarching academic and clinical practice goal is to generate or improve EI-infused leadership among nursing and other inter-professional practitioners for the future of evidenced-based, patient-centered care throughout global healthcare systems (Prufeta, 2017; & Wang, 2016).